Efl Undergraduate Students’ Online Self-Regulated Learning Strategies During Covid-19 Pandemic
Abstract
This research aims to identify online self-regulated learning
strategies of EFL undergraduate students during the COVID-19
pandemic. This research involved 81 EFL undergraduate students
batch 2020 majoring in English Language Education in a private
university in Indonesia. The Online Self-Regulated English Learning
(OSEL) questionnaire adapted from Zheng et al (2016) was chosen as
the instrument of this research. The questionnaire consists of 21
items. The findings reveal that the profile of online self-regulated
learning strategies of the 5 domains are (1) goal setting (M= 3.800,
SD= 0.890), (2) environment structuring (M= 4.015, SD= 1.033), (3)
task strategies and time management (M= 3.365, SD= 1.062), (4)
help-seeking (M= 3.827, SD= 1.081), and (5) self-evaluation (M=
3.784, SD= 0.968). The findings also show that EFL undergraduate
students have high self-regulated learning strategies in the
environment structuring domain, especially in arranging and
determining the right place that supports learning English. Then have
low self-regulated learning strategies in task strategies and time
management domains, especially in preparing questions when
learning English. For further research, the researcher recommends
other researchers to do research to investigate the relationship
between the length of time undergraduate students learn English and
self-regulation abilities.